Childhood Development after Cochlear Implantation

人工耳蜗植入后的儿童发育

• 批准号: 7633175
• 负责人: John Kim Niparko
• 金额: $ 163.62万
• 依托单位: JOHNS HOPKINS UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-05-01 至 2012-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7633175
• 关键词: 5 year old; Acoustics; Address; Adopted; Age; Auditory; Behavior; Behavioral; Biological; Child; Child Care; Childhood; Clinical; Cochlear Implants; Cochlear implant procedure; Code; Cognition; Cognitive; Control Groups; Data; Development; Dimensions; Enrollment; Face; Family member; Funding; Grant; Growth; Hearing; Implant; Investigation; Language; Language Development; Lead; Learning; Linguistics; Living Wills; Measures; Modeling; National Institute of Child Health and Human Development; Oral; Outcome; Parent-Child Relations; Parents; Participant; Partner in relationship; Performance; Phonetics; Problem Solving; Problem behavior; Process; Production; Proxy; Quality of life; Rehabilitation therapy; Relative (related person); Reporting; Research; Research Design; Sampling; Social Interaction; Source; Speech; Speech Intelligibility; Stimulus; Stress; Surveys; Techniques; Technology; Testing; Time; Toddler; Uncertainty; Variant; Videotape; Visual; Writing; Youth; base; cohort; cost; early childhood; elementary school; experience; health related quality of life; implantation; improved; indexing; insight; literacy; novel; peer; population based; preference; prospective; psychosocial; repaired; selective attention; skills; social; social skills; speech recognition; success; teacher

DESCRIPTION (provided by applicant): The Childhood Development after Cochlear Implantation (CDaCI) Study is a multisite, prospective investigation of a large and diverse cohort of US children with cochlear implants. Our primary objective is to evaluate the effect of variables that influence language learning after implantation. Success in spoken language is seen to flow from success in other spheres of development. Thus our aims are driven by hypotheses that relate variability in post-implant spoken language outcome to environmental, social, interventional, and biological influences. A major challenge in early childhood research relates to the reliable sampling of language and other communicative behaviors. We address this challenge with hierarchical measures and videoanalytic techniques that allow us to track communicative skills as they emerge. We will build on this research experience to examine how spoken language skills unfold in children participating in the study, evaluating their: 1 .oral language and literacy skills, 2.speech production, 3.speech recognition, 4.cognitive skills, 5.social interaction & behavior, 6.relationships with family members, and 7.health-related quality of life. CDaCI Study participants consist of (Cl) children who received a cochlear implant before the age of 5 years (n=188) and a control group (n=97) of normal hearing (NH) age-mates. Average ages at enrollment were 2.2 years (Cl) and 2.3 years (NH). So, as CDaCI participants began the study as toddlers and preschoolers, they will now embark on their early elementary school experience. Despite wide recognition of the benefits of early cochlear implantation, there remains uncertainty with respect to clinical, rehabilitative, and educational strategies that enable cochlear implant technology to be used to its greatest potential for oral language acquisition. Modifiers of linguistic outcome become even more compelling as Cl children face the performance and social demands of their early elementary school years. As we gather additional longitudinal data, we will apply statistical processes to fully evaluate growth trajectories and indices of performance across domains. A prospective, multidimensional study of Cl with concurrent NH controls, as well as population-based control group (NICHD), offers prospects for novel, generalizable insights into the sources of variation in oral language learning after cochlear implantation in childhood.

描述（由申请人提供）：人工耳蜗（CDACI）研究后的儿童发展是对我们有人工耳蜗植入物的大量和多样化的各种队列的多站点的前瞻性研究。我们的主要目标是评估影响植入后语言学习的变量的效果。口语中的成功被认为来自其他发展领域的成功。因此，我们的目标是由将植物后语言结果变异性与环境，社会，介入和生物学影响联系起来的假设驱动的。幼儿研究中的一个主要挑战与语言和其他交流行为的可靠抽样有关。我们通过层次措施和视频分析技术来应对这一挑战，使我们能够跟踪沟通技巧的出现。我们将基于这项研究经验，以研究参与研究的儿童中的口语技能，评估他们的：1。Oral语言和扫盲技能，2。Speech Production，3。Speech识别，4。认知技能，5。社会互动和行为，6。与家人的关系，与家人的关系，以及7.与健康相关的生活质量。 CDACI研究参与者由（CL）儿童组成，他们在5岁之前接受人工耳蜗（n = 188）和正常听力（NH）年龄伴侣的对照组（n = 97）。入学时的平均年龄为2.2岁（CL）和2.3岁（NH）。因此，当CDaci参与者以幼儿和学龄前儿童的身份开始研究时，他们现在将开始早期的小学经验。尽管对早期人工耳蜗的好处有广泛认识，但在临床，康复和教育策略方面仍然存在不确定性，这些策略使人工耳蜗技术能够使用其口服语言的最大潜力。随着CL儿童面对小学早期的表现和社会要求，语言结果的修饰者变得更加引人注目。当我们收集额外的纵向数据时，我们将应用统计过程来充分评估跨领域的增长轨迹和绩效指标。一项具有同时NH控制的CL以及基于人群的对照组（NICHD）的前瞻性多维研究为新颖的，可推广的见解提供了对童年人工耳蜗植入后口服语言学习差异来源的前景。